C[superscript 2]AST (Critical and Cultural Approaches to Ambitious Science Teaching): From Responsive Teaching Toward Developing Culturally and Linguistically Sustaining Science Teaching Practices

Autor/inn/en	Thompson, Jessica; Mawyer, Kirsten; Johnson, Heather; Scipio, Déana; Luehmann, April
Titel	C[superscript 2]AST (Critical and Cultural Approaches to Ambitious Science Teaching): From Responsive Teaching Toward Developing Culturally and Linguistically Sustaining Science Teaching Practices
Quelle	In: Science Teacher, 89 (2021) 1, S.58-64 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Science Teachers; Culturally Relevant Education; Language Usage; Power Structure; Identification (Psychology); Social Influences; Political Influences; Student Diversity; Social Justice; Minority Group Students; Racial Bias; Ethnicity; Teacher Attitudes; Cultural Awareness; Consciousness Raising; Student Participation; Equal Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Sozialer Einfluss; Political influence; Politischer Einfluss; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Ethnizität; Lehrerverhalten; Cultural identity; Kulturelle Identität; Bewusstseinsbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	In this article, the authors propose a four-part framework for "Critical and Cultural approaches to Ambitious Science Teaching, C[superscript 2]AST," to support educators in grounding learning opportunities in students' cultures and identities and work toward culturally and linguistically sustaining practices. The authors build on previous work with Ambitious Science Teaching, which emphasizes valuing students' ideas and anchoring science units in real-world phenomena (Windschitl, Thompson and Braaten 2018), and offer a critical equity perspective for teachers to consider issues of power, identity, and the sociopolitical context (Gutiérrez 2002). For each principle, the authors begin with a vignette, unpack central ideas, and suggest culturally and linguistically sustaining tips as starting places for science educators. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01